letters and sounds planning

Phase 1 Week 1: Aspect 1: General Sound Discrimination – Environmental Sounds (pages 9 – 13)

Main Purpose: To develop children’s listening skills and awareness of sounds in the environment

Monday Tuesday Wednesday Thursday Friday

Revisit/

Review

Introduce sitting

skills and explain

that we are going to

do some

investigation in to

sounds. What

sense/part of our

body do we need to

use?

Revise sitting and listening

skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Teach Demonstrate sitting

skills and listen

quietly for sounds in

the classroom. What

can you hear?

Listening Moment

Sit in the reading corner

use a sand timer and get

children to listen to sounds

in the room. Talk about the

sounds you can hear.

Drum Indoors

Take children to the

quiet area and sit in a

circle. Demonstrate

hitting the big drum

and listening for the

sounds.

Drum Outdoors

Repeat Wednesday‟s

activity but show

children how to drum

the outdoor

equipment.

Sound Lotto

Introduce sound lotto

tape to the group and

show children how to

match the card to the

sound.

Practise Listening Walk

Go on a walk around

your setting and

listen for sounds.

What can we hear

outside the office?

Repeat activity and

children listen for sounds

in the classroom.

Children take it in

turns to beat the big

drum. Could

incorporate counting.

Let children explore

the sounds made by

beating the trees,

container, walls, etc.

All children listen

together and try to

match the cards to

the sound.

Apply Return to your room

and talk about what

they have heard on

their walk.

Demonstrate activity to

the remainder of the class.

Let children drum

equipment in the hall.

Then come together

as a group to talk

about the different

sounds made on the

equipment.

Sit in a circle and

review activity. Each

child talks about and

demonstrates their

sound drumming.

Repeat activity and

review. Correct

misconceptions.

Some children may

not know what the

pictures are – bear

this in mind.

Assessment

Start to show the skills needed for listening.

Show increasing body control (not rolling about and sitting

properly).

Child’s Name Comment

Link to Letters and Sounds Document https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf

Phase 1 Week 2: Aspect 2: General Sound Discrimination - Instrumental Sounds (pages 15 – 18)

Main Purpose: To experience and develop awareness of sounds made with instruments and noise makers.

To listen to and appreciate the difference between sounds made with instruments.


Revisit/

Review

Revise sitting and

listening skills.


skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Teach Tuning into sounds

Show children two

sets of musical

instruments and

name them. Play

each instrument,

whilst children

listen.

Then hide one set.

Demonstrate

playing a hidden

instrument and the

children say the

instruments name.

Matching Sound Makers

Show children some

musical instruments (2 of

each) and place one set in a

feely bag.

Adult selects one

instrument from the bag,

makes the sound and

matches it to the other

instrument not in the bag.

Repeat.

Matching Sounds

Sitting in a circle the

adult demonstrates

playing a percussion

instrument. Then

explain that we are

going to pass the

instrument and try to

copy the sounds

made.

Hidden Instruments

Outside hide some

musical instruments

for the children to

find.

Demonstrate finding

one instrument, play

it and the children

gather round you.

Animal Sounds

Choose an animal

puppet and instrument

to match.

Demonstrate playing

all the musical

instruments until one

is found to match the

puppet.

Practise Repeat activity to

reaffirm and

consolidate

learning.

Then children, one by one,

attempt the activity.

Practise this activity,

taking it in turns to

have a go.

The children find the

instruments, play it

and run to the finder.

In turn children

choose an instrument

to match their chosen

puppet.

Apply Children take it in

turns to do the

activity.

Repeat and discuss sounds

made. Correct any

misconceptions.

Repeat and support

children who are

struggling.

Repeat until all

instruments found.

Practice playing their

musical instrument to

the group.

Assessment

Can children remember and repeat a rhythm

Can they hear and make loud and quiet sounds

Able to start and stop playing at the signal.

Use sounds imaginatively to represent a puppet animal.


Phase 1 Week 3: Aspect 3: General Sound Discrimination – Body Percussion (pages 20 – 23)

Main Purpose: To develop awareness of sounds and rhythms. To distinguish between sounds and to remember patterns of sound.

To talk about sounds we make with our bodies and what the sounds mean.


Revisit/

Review

Revise sitting

and listening

skills.


skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Teach Body Parts

Demonstrate

using the body

to make

different

sounds (clap

hands, stamp

feet, click

fingers)

Listen to the music

Play one percussion

instrument and pass it

around the circle for each

child to play. Can they

think of a body sounds to

play and match the

instrument? E.g. banging a

drum – stamp feet.

Follow the sound

Sitting in a circle the

adult makes a body

sound to pass around

the circle (click

fingers, clap hands

etc).

Words about sounds

Play a selection of

instruments to make

slow, fast, quiet, loud,

long and short sounds.

Can the children tell

which one you are

doing?

If children unsure,

name each action and

repeat until

understanding more

secure.

The Pied Piper

Introduce the story

and explain that the

piper played an

instrument to lead

the children. Choose

an instrument and ask

the leading child to

choose a movement

(walk, skip etc) whilst

the adult plays the

instrument.

Practise Children take it

in turn to

practise making

body sounds.

Choose a leader to make a

body sound to the music

for the other children to

follow.

Practise and repeat

the activity.

In turn let each child

play an instrument

and the remaining

children have to say

whether it is fast,

slow etc.

Practise the activity

using different

movements.

Apply Then the adult

performs a

pattern of body

Repeat with different

leaders doing different

actions.

Make activity a little

harder by introducing

a sequence of body

Repeat activity. Vary pace and

describe actions as

children move. Model

sounds for the

children to copy

and apply skills.

sounds for the

children to follow

(clap hands, stamp

feet etc).

the actions and words.

For example move

lazily and say the

word.

Assessment

Can children use a wide vocabulary to talk about the sounds

they hear?

To listen with concentration.

To join in with words and actions.

Articulate words clearly.

Copy sounds and actions.

Make patterns of sounds.


Phase 1 Week 4: Aspect 4: Rhythm and rhyme (pages 25 – 29)

Main Purpose: To experience and appreciate rhythm and rhyme and to develop awareness of rhythm and rhyme in speech. To

increase awareness of words that rhyme and to develop knowledge about rhyme. To talk about words that rhyme and to

produce rhyming words.


Revisit/

Review

Revise sitting and

listening skills.


skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Teach Rhyming Books

Share a book that

has a familiar

repeating/rhyming

pattern (The

Gingerbread Man).

Rhyming soup

Using a bowl and spoon say

the rhyming soup song and

introduce objects/picture

cards that rhyme. Place

objects/pictures in the

bowl, stir the soup and sing

the rhyme.

Songs and rhymes

Sing Hickory,

Dickory, Dock, and

encourage children to

join in. Substitute

some of the rhyming

words with new

rhyming words. Can

they hear and say the

new rhyming words?

Rhyming Puppets

Give silly names to 2

puppets (Fizzy,

Wizzy, Lizzy and Hob

Tob).

Talk to the puppets

and miss out the silly

words or rhyming

words. Encourage

children to join in

saying the silly

words.

Odd one out

Select three objects

or pictures from a

bag (2 must rhyme

cat and bat). Say the

name of the

objects/cards and

ask children to find

the one that does not

rhyme.

Practise Repeat the book

and children

practise the

repeating words.

Repeat – encouraging

children to sing the rhyme.

Repeat with other

rhymes.

Repeat activity. Repeat until children

are secure with all

objects/cards in the

bag.

Apply Add actions to

the story (run,

run, etc).

In turn let each child place

an object/picture in the

bowl and sing the rhyme.

Encourage children

(one, by, one) to sing

their own favourite

rhyme with different

rhyming words.

Pass the puppets

around the circle and

children make up silly

stories with missing

words.

In turn, children find

3 cards/objects from

the bag to find the

odd one out.

Assessment

Can children sing or chant the rhyming string along with the

adult?

Recognise that some words rhyme.

Listen and attend to rhyming strings.

Generate their own rhymes

Complete sentences using appropriate rhyming words.

Make a series of words that rhyme.


Phase 1 Week 5: Aspect 5: Alliteration (pages 31 – 34)

Main Purpose: To develop understanding of alliteration. To listen to sounds at the beginning of words and hear the differences

between them. To explore how different sounds are articulated, and to extend understanding of alliteration.


Revisit/

Review

Revise sitting and

listening skills.


skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Teach I spy names

Sit in a circle and

play „I spy names‟.

“I spy someone‟s

name beginning

with „s‟. Who can

it be”

The child with the

name beginning

with „s‟ stands up

and all the

children say his

name.

Digging for Treasure

Collect two sets of objects

for the sand trough. Place

these in the trough and

demonstrate finding them.

Say the initial sound.

Match more objects to the

sounds and recite them.

“Wow! You‟ve found a car.

Now we have a cow, a

candle and a car”.

Tony the Train’s

busy day.

See page 32 Letters

and sounds.

Take the train along

the carpet saying a

story about Tony‟s

busy day. Say train

sounds (clickety

clack) and then s-t-o-

p. Something is in the

way. Say what is in

the way (big brown

bear) and then Tony

returns to the other

trains.

Sound bag

Place objects with

the same initial sound

in a bag and pull them

out one at a time,

saying the initial

sound.

Mirror Play

Show the children

how to hold a mirror

sensibly and explain

that we are going to

look at our mouths

when we make sounds.

Model saying initial

sounds and use Jolly

Phonics DVD if

necessary.

Practise Take it in turns to

say the next

person‟s name

sound and repeat.

Repeat activity and let

children take it in turn to

find objects and say the

initial sound.

Repeat the activity

and add one extra

object each time.

Saying the list of

objects.

Children practise

saying the initial

sound, sssssssss for

snake etc. after the

adult has removed an

object.

Children practise

making mouth shapes

whilst looking at the

mirror.

Apply Extend activity to

playing „I spy‟ in

the classroom.

Say I spy

something

beginning with b

(book), children

guess the word

and the child that

guesses correctly

touches the

object.

Game

Encourage the children to

join in by giving points for

saying the correct sound.

First child to 3 wins.

Children join in with

the story and say the

list of objects on the

track.

If time, let the

children move the

train.

Children take it in

turn to find an

object and say the

initial sound.

Children make the

sounds looking in the

mirror and to a

partner. Then play

„follow my leader‟ by

following the adult

making the mouth

shape and sound.

Assessment

Can children sing or chant the rhyming string along with the

adult?

Recognise that some words rhyme.

Listen and attend to rhyming strings.

Generate their own rhymes

Complete sentences using appropriate rhyming words.

Make a series of words that rhyme.


Phase 1 Week 6: Aspect 6: Voice Sounds (pages 37 – 40)

Main Purpose: To distinguish between the differences in vocal sounds, including oral blending and segmenting. To explore speech

sounds. To talk about the different sounds that we can make with our voices.


Revisit/

Review

Revise sitting and

listening skills.


skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Teach Mouth movements

Show the children

how to make

different mouth

movements

(blowing, sucking,

tongue stretching

and wiggling)

Use a mirror to

look at the mouth

movement and

encourage

children to make

the movements in

the adult‟s mirror.

Voice Sounds

Show the children how to

make sounds with their

voices (pg 37).

(whee, boing, oh, ssss,

shshsh, mmmooo, oooooo,

chchchch, zzzz, and tick

tock.

Magic Microphone

(own resource) or

Metal Mike (pg 38)

Have a collection of

objects/pictures in a

bag and sound out

and blend the sounds.

Say some of them

wrong to encourage

the children to join in

Whose voice?

Play a tape of

children‟s recorded

voices. Can they

recognise the child‟s

voice?

Sound story time

Read a familiar story

book (The Three Billy

Goats Gruff) and

change voice for

different characters.

Use loud, quiet, soft,

hard intonation etc.

Practise Children practise

making mouth

movements using a

mirror.

The children practise

making the voice sounds.

Each child takes in

turn to find an

object/picture and

say the sounds.

Re-play the tape and

encourage children to

listen.

Encourage children to

join in with the story

and change their

voice to match the

different characters.

Apply Play music and

encourage

children to make

mouth movements

to the music.

In the circle, children take

it in turn to make their

favourite voice sound.

Adult then repeats

the activity but says

the sounds wrong.

The child who says

the word correct

gets to keep the

object/picture. Child

with most

objects/pictures

wins.

Play Apple Pie with

the children in the

group taking turns to

say „Apple Pie‟ and

the rest of the group

work out who has

said the words.

In turn, encourage

each child to orally

re-tell their favourite

story to the group

using different voices

for the characters.

Assessment

Can the children distinguish between the differences in vocal

sounds?

Sustain their listening through a story.

Recognise their own and each other‟s voices, including a

recorded voice.

Use appropriate vocabulary to talk about different voice and

speech sounds.


Phase 1 Week 7: Aspect 7: Oral blending and segmenting (pages 42 – 44)

Main Purpose: To develop oral blending and segmenting of sounds in words. To listen to phonemes within words and to remember

them in order in which they occur. To talk about the different phonemes that make up words.


Revisit/

Review

Revise sitting and

listening skills.


skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Revise sitting and

listening skills.

Teach

Oral blending

Play touch your

body game.

Explain to the

children that they

are going to touch

parts of their

body when asked

to do so but they

must listen for

the body part.

Say the body part

name in sound

speak, touch your

f-ee-t, feet, t-oe-

s toes etc.

Clapping sounds

Think of the words that

use the sounds s,a,t,p,i,n

and sound them out.

Sat

Tap

Pin

Sin

Tin

Pit

Clap each phoneme for the

word and then blend them

to make the word.

Toy talk

Introduce the soft

toy and say that he

can only speak in

sound talk. The toy

whispers the word in

the adult‟s ear and

the adult says it to

the group. Talk to

the puppet and

repeat what he says.

Use picture card

clues to aid visual

representation but

remove during the

apply stage to make

activity harder.

Repeat and make

some errors (say

skim instead of skip).

Say the sounds

Place

objects/pictures of

cvc words in a bag.

Take one object out

of the bag and say

the word using sound

talk (c-a-t) and the

toy. Encourage the

children to blend the

sounds.

Talking about sounds

When used to oral

blending start to

introduce 2 and 3

phoneme words.

Write the word on a

phoneme frame and

sound it out. Count

each sound using

fingers (cat, dog, on,

to, peg etc).

Practise Children touch

body parts and

then in turn say a

body part name

for the other

children.

Encourage children to join

in and clap the sounds and

blend them to make cvc

words.

Children practise

saying the segmented

words.

Pass the bag around

the group and

encourage each child

to say the sound

word.


join in with saying

each sound and

counting on their

fingers.

Apply Read big book

Rhyme Time and

say one of the

rhymes that has

rhyming couplets.

Encourage

children to join in

with the rhyme

and the adult

demonstrates

segmenting and

blending the

rhyming couplets.

Children repeat

the rhyme to

segment and blend

the rhyming

couplets.

Game

Adult repeats the activity

but says some words

wrong. The children have

to segment and blend the

word and the one fastest

gets a point.


ask questions and the

toy and adult

segments the words

for the children to

blend.

Game

Repeat the activity

but the first child to

blend the segmented

word gets a point.

The first player with

3 points wins. Repeat

if time.

Adult says the word

without sounding out

and writes it on the

board. Children then

sound it out and count

the sounds, showing

their fingers to the

adult.

Assessment

Blend phonemes and recognise the whole word.

Say the word and identify the object

Blend words that begin with the same initial phoneme.

Segment words into phonemes.

Identify the number of phonemes that make up a given word.

letters and sounds planning

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